Comparison of text and video cases in a postgraduate problem-based learning format

Balslev, Thomas; Grave, Willem S. de; Muijtjens, Arno M. M.; Scherpbier, Albert J.J.A.

doi:10.1111/j.1365-2929.2005.02314.x

Cited by 103 publications

(91 citation statements)

References 12 publications

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“…Hence, we know little about the cognitive processes that occur when learners collaboratively analyse video or paper patient cases. Our previous study of verbal interaction in a group of paediatric residents showed that a PVC induced cognitive processes that were superior to those triggered by paper cases (Balslev et al 2005). However, the analysis of the cognitive processes in this study was restricted to the recorded verbal interactions in the group.…”

Section: Introductionmentioning

confidence: 99%

“…Both groups analysed the same written vignette of the case and formulated learning objectives after the analysis (Balslev et al 2005). Next, group B was shown a brief (2.5 min) video of the patient in the vignette, whilst group A read a written description of the video without actually watching it.…”

Section: Group Sessionsmentioning

confidence: 99%

“…Group B Developing shared cognition with paediatric video cases watched the video twice. More details on study design and methods have been published elsewhere (Balslev et al 2005). …”

Section: Group Sessionsmentioning

confidence: 99%

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The development of shared cognition in paediatric residents analysing a patient video versus a paper patient case

Balslev

Grave

Muijtjens

et al. 2008

Adv in Health Sci Educ

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In a previous study, we established that compared to a written case, a video case enhances observable cognitive processes in the verbal interaction in a postgraduate problem-based learning format. In a new study we examined non-observable cognitive processes using a stimulated recall procedure alongside a reanalysis of the data from the first study. We examined the development of shared cognition as reflected in collaborative concept link formation, an approach to connecting a series of concepts related to a particular topic. Eleven paediatric residents were randomly allocated to two groups. After both analysing the same written case vignette, one group watched a video of the case in the vignette and the other group read a written description of the video. Both groups then reanalysed the vignette. After the group sessions, time-logged transcripts were made of the verbal interaction in both groups and all residents individually took part in a stimulated recall procedure. Causal reasoning concept links were labelled as individual or collaborative depending on whether they originated from individual residents or were directly elicited by verbal utterances from others. The video led to a significantly increased frequency ratio (after intervention: before intervention) of collaborative concept links but did not affect the frequency of individual concept links. This novel process approach to chronological registration of concept link formation offered additional evidence that shared 123Adv in Health Sci Educ DOI 10.1007/s10459-008-9138-y cognition by means of co-elaboration of concept formation is stimulated by the use of patient video recordings in small group learning.

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Section: Introductionmentioning

confidence: 99%

Section: Group Sessionsmentioning

confidence: 99%

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The development of shared cognition in paediatric residents analysing a patient video versus a paper patient case

Balslev

Grave

Muijtjens

et al. 2008

Adv in Health Sci Educ

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show abstract

“…Segments of the PBL case are presented via video to provide students with practice in listening to the patient's story or to engage them emotionally with the patient's experience of illness. The video can introduce students to other family members, demonstrate patient/physician interactions, or give a voice to patients' concerns (Balslev et al 2005). Web-based, video-rich cases such as those produced by L.I.V.E.…”

Section: Pbl Innovationsmentioning

confidence: 98%

No content without context: Integrating basic, clinical, and social sciences in a pre-clerkship curriculum

2009

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“…Moreover, the combination of visual clues within an effective and systematic exploitation of well-selected video sequences can help increase students' interest and serve as a stimulus for free discussion in group work (Bouthillier & Dilanni, 2001). When compared with the equivalent text, a video presentation has been shown to be particularly helpful for medical postgraduates working within a PBL learning format (Balslev, de Grave, Muijtjens & Scherpbier, 2005). The video mediated experience resulted in an improvement in data exploration, theory building and theory evaluation.…”

Section: Attributes Of Video Technologymentioning

confidence: 99%

An investigation of student teachers' attitudes to the use of media triggered problem based learning

O’Toole

Keppell

2008

AJET

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This study investigates how teacher education students responded to a particular suite of educational products that involved media based educational learning objects, and their attitudes to them in fostering student centred learning in general, and problem based learning in particular, with the ultimate goal of enhancing and improving the quality of teacher training. Two lines of inquiry have been followed throughout the investigation:i. to identify and describe student attitudes to the newly developed video rich PBL courseware for teacher education; and ii. to explore how such educational courseware can be used, enhanced, and presented as examples of learning objects in actual teaching situations.The implications and recommendations arising from the findings obtained in this research project will provide teacher educators with some initial insights when using similar media based products in teacher education.

show abstract

Comparison of text and video cases in a postgraduate problem-based learning format

Cited by 103 publications

References 12 publications

The development of shared cognition in paediatric residents analysing a patient video versus a paper patient case

The development of shared cognition in paediatric residents analysing a patient video versus a paper patient case

No content without context: Integrating basic, clinical, and social sciences in a pre-clerkship curriculum

An investigation of student teachers' attitudes to the use of media triggered problem based learning

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